TEACHERS’ COMMITMENT, PEDAGOGICAL CONTENT KNOWLEDGE AND ACHIEVEMENT IN ENGLISH GRAMMAR AMONG PUBLIC SENIOR SECONDARY STUDENTS IN EKITI STATE, NIGERIA
Alonge, Sunday, Obadare Felicia Tomi& Deji Afuye Oladunni
College of Education, Ikere-Ekiti, Ekiti State, Nigeria
Email: ismegbenga@gmail.com
ABSTRACT: English grammar is an important aspect of English Language. Proficiency in it is indispensable for fluency in communication, However, despite several work on effective strategies of teaching English grammar and student-related factors in secondary schools in Ekiti state, Nigeria, report have shown deficiencies of student in English grammar which accounts for their poor expressive skills. This study, therefore, was carried out to investigate teacher commitment and pedagogical content knowledge as predicators of senior secondary students’ achievement in English grammar in Ekiti state, Nigeria. The study involved one thousand five hundred senior secondary school two students and thirty English teachers randomly selected from thirty secondary schools out of sixty secondary schools in Ekiti south senatorial districts. Questionnaires were distributed to teachers to determine their level of commitment to English grammar classroom teaching, Also teacher pedagogical content rating scale were administered by the researcher to determine the teachers subject mastery and curricular knowledge. Students were also subjected to English grammar achievement test to find out the effect of teacher commitment and pedagogical content knowledge on the achievement of student in English grammar. It was therefore concluded that Teacher commitment and pedagogical content knowledge influenced students’ achievement in English grammar in Ekiti State, Nigeria. Teachers of English Language should improve on these teacher-related factors for improved achievement of students in English grammar.
Key words: Teacher commitment, Pedagogical content knowledge, oral and written communication, Achievement in English grammar.
